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THE INFLUENCE OF IMPROMPTU SPEECH TECHNIQUE TOWARDS
STUDENTS’ SPEAKING ABILITY AT THE FIRST SEMESTER OF
ELEVENTH GRADE OF SMAN 01 TULANG BAWANG TENGAH IN
THE ACADEMIC YEAR OF 2019/2020.
A Thesis
Submitted as a partial fulfillment of the requirements for S1-Degree
By :
SITI MASFUFAH
NPM. 1511040148
Study program : English Education
Advisor : Dr. Zulhanan, MA
Co-Advisor : Istiqomah Nur Rahmawati, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY
STATE ISLAMIC UNIVERSITY OF RADEN INTAN LAMPUNG
2019 H / 2020 M
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ABSTRACT
Based on the researcher‟s initial discussion, it was found that English
proficiency of students was still low. Some students are not able to pronounce
English correctly, are unable to display their ideas, and afraid to make compilation
mistakes as they speak English. All that matters are due to many factors, one of
which is not appropriate to use appropriate technique in teaching speaking. In this
research, the researcher applied Impromptu Speech Technique. Therefore, this
thesis is about the influence of Impromptu Speech Technique towards students‟
speaking ability. The objective of the research is to find out whether there is the
influence of Impromptu Speech Technique towards students‟ speaking ability at
the first semester of eleventh grade of SMAN 01 Tulang Bawang Tengah in the
academic year of 2019/2020.
The methodology of this research was quasi experimental design and the
researcher did 3 meetings for treatment, 2 x 45 minutes for each. The population
of this research was the eleventh grade students of SMAN 01 Tulang Bawang
Tengah which consisted of 73 students. The sample was taken from two classes.
XI IPA 1 as the control class and XI IPA 2 as the experimental class. In collecting
the data, the researcher used the instruments, pre-test and post-test. The
instrument was speaking test in oral form. After giving the post-test, the
researcher analyzed the data by using independent sample test.
After the researcher analyzed the data by using independent sample test, it
was found that the result of Sig. (2-tailed) of the equal variance assumed was
0.001. the result then was consulted to the level of significance. In this case, the
level of significance was 0.05. From the analysis, the score of Sig. (Pvalue) was
lower than α = 0.05 so Ho was rejected. In other words, it could be concluded that
there was influence of Impromptu Speech Technique towards students‟ speaking
ability. The objective of the research is to find out whether there is an influence of
Impromptu Speech Technique towards students‟ speaking ability at the first
semester of eleventh grade of SMAN 01 Tulang Bawang Tengah in the academic
year of 2019/2020.
Keywords: Impromptu Speech, Quasi Experimentasl, Speaking Ability
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MOTTO
Say to my servants that they should (only) sat those things that are best. For satan
doth sow dissensions among them, for satan is to man an avowed enemy.
(Q.S Al-Isra‟ : 17:53)1
1 A. Yusuf Ali, The Holy Qur’an Text, Translation and Commentary, (Maryland: Amana
Corp,1983), p.688
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DEDICATION
I would like to dedicate this thesis for all my beloved people
1. My beloved mother, Mrs. Ernawati who has already prayed and supported
for my success, and advised me all the time.
2. My beloved sister Rona Sari who always motivates me to success.
3. My lovely almamater, UIN Raden Intan Lampung which has contributed a
lot for my development.
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CURRICULUM VITAE
The researcher‟s name is Siti Masfufah. She was born in Tulang Bawang Barat on
March 11th
, 1996. She is the sixth child of Mr. Edi Purwanto and Mrs. Ernawati.
She has five siblings, two younger brother and three younger sister. She lives on
Panaragan Jaya Street, RT 02, RK 04, Kecamatan Tulang Bawang Tengah,
Kabupaten Tulang Bawang Barat, Lampung.
The researcher began her study in Elementary School at SDN 04 Panaragan Jaya
in 2003 and graduated in 2008. She continued her study in Junior High School at
SMPN 02 Tulang Bawang Tengah and graduated in 2011. At the time, she joined
English club about one year and joined OSIS as secretary of OSIS. After that, she
continued her study at SMAN 01 Tulang Bawang Tengah and graduated in 2015,
she joined scouts at the time. After finishing her study in Senior High School, she
decided to continue her study at Tarbiyah and Teacher Training Faculty of State
Islamic University of Raden Intan Lampung, she took English Educational Study
Program. She joined UKM Bahasa and chose Debate devition about 1 year, she
and her group got second winner of the debate competition in 2016. Besides, the
researcher has joined at English course institutions namely Rumah Cerdas Al-
Qawwiyu in 2016 for 4 months, and Rumah Pintar Be Genius in 2018 for 6
months.
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ACKNOWLEDGEMENT
Alhamdulillah, all praise is due to Allah, the Most Merciful, the Most Beneficent
for His blessing and mercy given to the researcher during her study and in
completing this graduating paper successfully. Then, peace and salutation always
be with our prophet Muhammad SAW who has guided us from the darkness to the
lightness. This thesis entitled “The Influence of Impromptu Speech Technique
Towards Students‟ Speaking Ability at the First Semester of Eleventh Grade of
SMAN 01 Tulang Bawang Tengah in the Academic Year of 2019/2020” is
presented to the English Study Program of UIN Raden Intan Lampung. The
primary aim of writing this thesis is to fulfill a part of students‟ task in partial
fulfillment of the requirement to obtain S1-degree.
However, this thesis would not have been completed without the aid, support,
guidance, help, advice, and encouragement of countless people. Therefore, the
researcher would like to express the deepest sense of gratitude to:
1. Prof. Dr. Hj. Nirva Diana, M.Pd, the Dean of Tarbiyah and Teacher Training
Faculty, UIN Raden Intan Lampung with all staffs, who have given an
opportunity and forbearance to the researcher when on going the study until
the end of this thesis composition.
2. Meisuri, M.Pd, the Head of English Education Study Program of UIN Raden
Intan Lampung.
3. Dr. Zulhanan, M.A, the first advisor for his guidance and help to finish this
thesis.
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4. Istiqomah Nur Rahmawati, M. Pd. the co-advisor who patiently educated,
supported, directed, and given the researcher countless advices, suggestions
and recommendations for this graduating paper from beginning until the end.
5. All lecturers of the English Study Program of UIN Raden Intan Lampung
who have taught and shared the considerable insights to the researcher.
6. Sirdin Efendi, S.Pd., the Headmaster of SMAN 01 Tulang Bawang Tengah
for allowing the researcher conducting the research; to English teacher of
SMAN 01 Tulang Bawang Temgah, Yuniati Al Aida, M. Pd. for being
helpful during the research process and giving sugesstion during the research;
all the teacher and the students at the first semester of the eleventh grade of
SMAN 01 Tulang Bawang Tengah for allowing to carry out the research in
their institution and for giving the contribution and being cooperative while
the researcher was conducting the research there.
7. All of my friends of the English Departement of UIN Raden Intan Lampung,
especially beloved friends in class PBI B.
Finally, the researcher is aware that the thesis has a lot of weaknesses. Therefore,
the researcher truthfully welcomes comments and criticisms from readers for
enhance the quality of the thesis. Furthmore, the researcher expects that the thesis
is useful for the researcher particulary and the readers generally, especially for
those who are involved in English Teaching Profession.
Bandar Lampung, November 10th
, 2019
The Researcher
Siti Masfufah
1511040148
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TABLE OF CONTENTS
Pages
COVER ..................................................................................................................... i
ABSTRACT .............................................................................................................. ii
APPROVAL.............................................................................................................. iii
ADMISSION ............................................................................................................. iv
DECLARATION ...................................................................................................... v
MOTTO ................................................................................................................... . vi
DEDICATION .......................................................................................................... vii
CURRICULUM VITAE .......................................................................................... viii
ACKNOWLEDGEMENT ....................................................................................... ix
TABLE OF CONTENTS ......................................................................................... xi
LIST OF TABLES ................................................................................................... xiv
LIST OF FIGURES ................................................................................................. xv
LIST OF APPENDICES.......................................................................................... xvi
CHAPTER I INTRODUCTION
A. Background of the Problem ................................................... 1
B. Identification of the Problem ................................................ 8
C. Limitation of the Problem ..................................................... 8
D Formulation of the Problem ................................................. . 8
E. Objective of the Research...................................................... 8
F. Significance of the Research ................................................. 9
G. Scope of the Research ............................................................ 9
CHAPTER II REVIEW OF RELATED LITERATURE
A. Frame of Theory ................................................................... 11
1. Speaking ......................................................................... 11
a. Elements of Speaking ............................................... 14
b. Basic Types of Speaking .......................................... 16
2. Speaking Ability ............................................................ 18
3. Teaching Speaking ........................................................ 20
4. Assessing Speaking ....................................................... 24
5. Conditional Sentence..................................................... 26
6. Impromptu Speech Technique in Teaching Speaking ... 29
a. Definition of Impromptu Speech Technique ............ 30
b. Teaching Speaking Procedure by Using Impromptu
Speech Technique ..................................................... 33
c. Advantages and Disadvantages of Impromptu
Speech Technique ..................................................... 36
7. Discussion Technique in Teaching Speaking ................ 38
a. Definition of Discussion Technique ......................... 38
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b. Teaching Speaking Procedure by Using Discussion
Technique ................................................................. 38
c. Advantages and Disadvantages of Discussion
Technique ................................................................. 39
B. Frame of Thinking................................................................. 40
C. Hypothesis ............................................................................. 40
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ................................................................... 42
B. The Variable of Research ..................................................... 43
C. Population, Sample, and Sampling Technique of the
Research ............................................................................... 44
1. Population...................................................................... 44
2. Sample ........................................................................... 45
3. Sampling Technique ...................................................... 45
D. Data Collecting Technique ................................................... 46
E. Research Instrument ............................................................. 47
F. Research Procedures............................................................. 49
G. Scoring Scale for Evaluating Speaking Ability .................... 51
H. Validity ................................................................................. 53
1. Content Validity ............................................................ 53
2. Construct validity .......................................................... 54
I. Reliability ............................................................................. 55
J. Data Analysis ....................................................................... 56
1. Fulfillment of the Assumption ...................................... 56
a. Normality Test .......................................................... 56
b. Homogeneity Test .................................................... 57
2. Hypothetical Test .......................................................... 57
CHAPTER IV RESULT AND DISCUSSION
A. Data Collection ..................................................................... 59
1. Data of Pre-Test ............................................................ 59
2. Data of Post- Test .......................................................... 59
3. Combined Data of Pre- Test and Post- Test .................. 60
B. Data Analysis ....................................................................... 60
1. The Result of Pre- Test.................................................. 60
2. The Result of Post- Test ................................................ 63
3. Result of Data Analysis ................................................. 65
a. The Result of Reliability .......................................... 65
b. The Result of Normality Test ................................... 66
c. The Result of Homogeneity Test .............................. 67
d. Hypothetical Test ...................................................... 67
C. Discussion ............................................................................ 69
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CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ............................................................................ 72
B. Suggestion ............................................................................ 72
REFERENCES ......................................................................................................... 75
APPENDICES .......................................................................................................... 76
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LIST OF TABLES
Pages
Table 1.1 Scoring Standards and Range in Speaking Assessments ........................... 2
Table 1.2 The Students‟ Score of Speaking at the First Semester of the Eleventh Grade
of SMAN 01 Tulang Bawang Tengah 2018/2019 ........................................... 3
Table 2.1 Assessing Speaking .................................................................................... 24
Table 3.1 Pretest and Posttest Design ........................................................................ 43
Table 3.2 The Total Number of the Students at the Eleventh Grade of SMAN 01 Tulang
Bawang Tengah in the Academic Year of 2019/2020 ...................................... 45
Table 3.3 Blue Print of Pre- test and Post- test Design .............................................. 48
Table 3.4 Assessing Speaking .................................................................................... 51
Table 4.1 Statistics of the Result of the Pre- Test in Control Class ........................... 61
Table 4.2 Statistics of the Result of the Pre- Test in Experimental Class .................. 62
Table 4.3 Statistics of the Result of the Post- Test in Control Class ......................... 63
Table 4.4 Statistics of the Result of the Post- Test in Experimental Class ................ 64
Table 4.5 The Normality Test of Experimental and Control Class............................ 66
Table 4.6 The Homogeneity of Experimental and Control Class .............................. 67
Table 4.7 The Result of Independent Sample Test .................................................... 68
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LIST OF FIGURES
Pages
Figure 4.1 Graphs of the Result of the Pre- Test in Control Class............................. 61
Figure 4.2 Graphs of the Result of the Pre- Test in Experimental Class ................... 62
Figure 4.3 Graphs of the Result of the Post- Test in Control Class ........................... 64
Figure 4.4 Graphs of the Result of the Post- Test in Experimental Class .................. 65
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LIST OF APPENDICES
Appendix 1 A. Interview Guideline with the English Teacher in Preliminary
Research at SMAN 01 Tulang Bawang Tengah ............................ 77
Appendix 1 B. The Result of Interview with the English Teacher in Preliminary
Research at SMAN 01 Tulang Bawang Tengah ............................ 78
Appendix 1 C. Script of Interview with the English in Preliminary Research at
SMAN 01 Tulang Bawang Tengah ............................................... 81
Appendix 2 The Questionnaires for the Students in Prelimanry Research ....... 84
Appendix 3 The Result of Questionnaire Answer in Prelimanry Research ...... 86
Appendix 4 The Students‟ Speaking Score at the Second Semester of the
Tenth Grade of SMAN 01 Tulang Bawang Tengah in the
Academic Year of 2018/2019 ........................................................ 87
Appendix 5 A. Instrument for Pre- Test ................................................................ 92
Appendix 5 B. Instrument for Post- Test .............................................................. 93
Appendix 6 The Syllabus .................................................................................. 94
Appendix 7 A. Lesson Plan for Experimental Class .............................................. 101
Appendix 7 B. Lesson Plan for Control Class ....................................................... 113
Appendix 8 Expert Validation Form for Speaking Test .................................... 120
Appendix 9 List of Sampel of the Research ...................................................... 121
Appendix 10 Score Pre- Test Experimental and Control Class........................... 122
Appendix 11 Score Post- Test Experimental and Control Class ......................... 125
Appendix 12 The Result of the Pre- Test of Experimental and Control Class .... 128
Appendix 13 The Result of the Post- Test of Experimental and Control Class .. 129
Appendix 14 The Gain Score of Experimental Class .......................................... 130
Appendix 15 The Gain Score of Control Class ................................................... 131
Appendix 16 The Statistics Result of the Pre- Test in the Experimental Class... 132
Appendix 17 The Statistics Result of the Pre- Test in the Control Class ............ 133
Appendix 18 The Statistics Result of the Post- Test in the Experimental Class . 134
Appendix 19 The The Statistics Result of the Post- Test in the Control Class ... 135
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Appendix 20 The Result of Normality Test of the Experimental and Control
Class ............................................................................................... 136
Appendix 21 The Result of Homogeneity Test ................................................... 137
Appendix 22 The Result of Independent Sample Test ........................................ 138
Appendix 23 The Result of Reliability for Pre-Test of Experimental Class ....... 139
Appendix 24 The Result of Reliability for Pre-Test of Control Class ................ 140
Appendix 25 The Result of Reliability for Post-Test of Experimental Class ..... 141
Appendix 26 The Result of Reliability for Post-Test of Control Class ............... 142
Appendix 27 Documentation of Research ........................................................... 143
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CHAPTER I
INTRODUCTION
A. Background of the Problem
Speaking is the important language in this century. According to Linse,
speaking is equally important in children‟s overall language development.
Children learning english as their native language spend time developing speaking
skills.2 It means speaking is an important tool for individuals to communicate
with each other. Every creature uses it as a vehicle to express their opinions,
thoughts or wishes. Speaking English is an important thing to be learned. Because
speaking English has been inaugurated into a second language and it is very useful
in this century.
According to Thornburry, speaking is interactive and requires the ability to
co-operate in the management of speaking turns. Speaking is a skill, and such
needs to be developed and practised independently of the grammar curriculum.3 It
means speaking must be practiced repeatedly in order to produce good word
management, and the management of good words in speaking is a skill that must
be developed according to the grammar itself.
In other words, speaking is one of the oral skills that can be used in the
acquisition of a second language. Because the ultimate goal of learning language
is to be able to communicate. However, number of students have difficulty to
develop their speaking skill, but if their practice continously and the teacher
2 Caroline T. Linse, Practical English Language Teaching: Young Learners, New York,
Mcgraw-Hill, 2005, p. 47 3 Scott Thornburry, How To Teach Speaking, London, Longman, 2005, p. iv
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stimulate the learners during study in the classroom, it can help to develop their
speaking ability. The main purpose of speaking is to send the message for the
other one or to be able to communicate about something in language and
understood by someone who becomes a listener. Because of the material of
english subject is very variety, so the teachers obligate to choose the suitable
approach, strategy, method , or technique to achieve the teaching purposes easily.
By using appropriate technique will make the students to be more motivate in
learning process.
According to Harmer, good speaking activities can and should be
extremely engaging for the students.4 It means that the students have opportunities
to practice and activate real-life speaking in the classroom, so the students have
stored in their brain, the automaticly their use it. As the result the students become
language users.
According to Brown there are scoring standards and range in speaking
assessment, it can be seen in the table bellow.
Table 1.1 Scoring Standards and Range in Speaking Assessments
Standards of Scoring Range of Score
Exellent 80-100
Very Good 73-79
Good 65-72
Average 60-64
Poor 56-59
Very Poor ≤ 555
4 Jeremy Harmer, How To Teach English, (New Ed.), Harlow, Longman, 2001, p. 123
5 H. Douglas Brown, Language Assessment Principles and Classroom Practice, New
York, Longman, 2003, p. 142
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Researcher decides to choose SMAN 01 Tulang Bawang Tengah because
there are some problems in learning English especially in speaking. Based on
result of the interview to Mrs. Yuni as the English teacher of the eleventh grade
on January 21st
2019 at SMAN 01 Tulang Bawang Tengah, it showed that the
students‟ problems in learning speaking especially in. The students‟ problems are
they felt difficulty to understand the speaking subject, unconfident, lack of
vocabulary and afraid of making mistake on it. It can be seen from the table of the
students‟ in speaking formative test bellow.
Table 1.2 The Students‟ Score of Speaking at the First Semester of the Eleventh Grade of
SMAN 01 Tulang Bawang Tengah 2019/2019
Standards of
Scoring
Range
of
Score
X IPA
1
X IPA
2
X IPA 3
X IPS
1
X IPS
2
Total
Exellent 80-100 2 3 2 0 0 7
Very Good 73-79 9 8 11 5 3 36
Good 65-72 9 9 11 8 6 43
Average 60-64 12 10 8 8 10 48
Poor 56-59 2 7 0 8 11 28
Very Poor ≤ 55 2 0 0 1 06 3
Total 36 37 32 30 30 165
From the table above, it can be said that the speaking ability score of the
eleventh grade in SMAN 01 Tulang Bawang Tengah there are some problems in
learning speaking, because the number of students who got excellent score is only
7 students from X IPA 1 and X IPA 3, students who got most average score is X
IPA 1 and 2 , and X IPS 2. In addition, there are students from each class that got
6 Yuniati Al Aida, Students’ Speaking Score at the Second Semester of the Tenth Grade
of SMAN 01 Tulang Bawang Tengah 2018/2019, unpublished
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poor score, but the large class which got the poor score by 11 students is X IPS 2.
The class who got very poor score is 3 students from class X IPA 1 and X IPS 1.
From the table also so clearly the class who most got score good enough is from X
IPA 1 and X IPA 3. It means that the English score should be increased because
the categorized of scoring standards and range in speaking assesment is excellent
score 80-100, very good score 73-79, good score 65-72, average score 60-64, poor
score 56-59, very poor score ≤ 55.7 Besides the interview of the English teacher
there, the researchers also gave questionnaire to students of SMAN 01 Tulang
Bawang Tengah.
The researcher also has given questionnaire to the students of XI IPA 1-3
and XI IPS 1-2 : the researcher found some factors of students‟ problem in
learning English especially in speaking. These were in question 64% students do
not like to learn English especially in speaking. 74% most of students often get
difficulties to practice speaking in learning English. 71% students feel
unconfidence when practice speaking in English. 70% students had difficulties the
express the words when speaking in English. 79% the students prefer teacher who
teaching English using technique or method which interesting especially in
learning speaking. It can be seen on page 67 for more detail result of the
questionnaire.
Based on the result of interview from the teacher and questionnaire which
gave to the students, the researcher found the students have difficulties and some
7 Yuniati Al Aida, Interview with the English Teacher of SMAN 01 Tulang Bawang
Tengah, January 2019, unpublished.
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problems in speaking. The problem is the students are still confused to speaking
due to lack of vocabulary and grammar, the students felt difficult to pronounce the
word and unconfident when speaking English. The technique is used by teacher is
discussion technique. So, that speaking ability is still low at SMAN 01 Tulang
Bawang Tengah.
According to Brown and Yule, spoken language production, learning to
talk in the foreign language, is often considered to be one of the most difficult
aspects of language learning for the teacher to help the student with the practical
problems are obsious. In the production of speech, however, each speaker needs to
speak.8 It means the students need more motivation to increase their speaking
ability and they must practice to speak English regularly. In order the students not
only be able to improve their speaking ability but, they also get used to speak
English.
To solve the problems, the teacher needs some techniques. Because of the
material of English subject is various therefore the teacher obligates to choose the
suitable technique to achieve the teaching English especially in speaking. It can
help both students and the teacher in teaching and learning process, one of
technique proposed is impromptu speech technique. Using impromptu speech
technique in teaching English is one of the ways and make the students to be
more motivated in learning especially in speaking, so the students develop their
speaking ability.
8Gillian Brown and George Yule, Teaching The Spoken Language, Cambridge,
Cambridge University Press, 1983, p. 25
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There were some previous studies about the impromptu speech technique.
Firstly, from Munawarah entitled “The Effect of Using Impromptu Speech
Technique toward Students‟ Speaking Ability”. The research found that the
significant number was 0.000<0.05, and the implementation of Impromptu Speech
Technique was (95.83%). Based on the significance result above, Ha is accepted
and Ho is rejected. Besides, it can be proved from mean score of students‟
speaking ability of post-test at experimental class was 61.40, while students‟
speaking ability of post-test at control class was 51.20. Furthermore, the mean
score improvement of students‟ speaking at experimental class was 12.61
(26.75%) while in control class only 2.90 (7%). In conclusion, there is a
significance difference of improvement of students‟ speaking ability between
students who were taught by using impromptu speech technique and who were
taught by using conventional way; natural approach so, the difference on mean
indicate that the use of impromptu speech technique is better than natural
approach. 9
Barruansyah discusses about applying impromptu speech technique to
improve students‟ speaking ability. The researcher used simple sampling to take
the sample. The researcher used Non Equivalent control group design that used
one group as the experimental class and one group as control class. The researcher
used Independent Sample t-test to analyze the data. Based on the data analysis,
Consideration Sig (2tailed) t0= 0.000 is lower than Sig (2 tailed) ttable= 0.005, it
9Siti Munawarah, The Effect Of Using Impromptu Speech Technique
toward Students’ Speaking Ability at The Second Year of State Senior High School 12 Pekanbaru,
State Islamic University Sultan Syarif Kasim Riau, 2012, p. Vi. Available online at:
http://repository.uin-suska.ac.id/9411/1/2012_2012222.pdf
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means Ha was accepted and H0 is rejected. So, it can be concluded that there is a
significant effect of applying Impromptu Speech technique to improve students‟
speaking ability at the fourth semester students of STIBA Persada Bunda
Pekanbaru .10
Ashidiqi discusses about the effectiveness of one-way impromptu speeh
excercises in improving students‟ oral ability. Based on the result of this study, it
shows that impromptu speech exercises are not giving significant effect to
students‟ oral ability. Based on the quantitative data, the data shows students‟ oral
ability is not dramatically increased. The pre-test stated students‟ mean score is
42.89 point and the post-test is 47.26 point, in this case the improvement of
students‟ oral ability in mean score is only 4.37 point. Further, the role
significance posits only 3.25% significant. Based on qualitative data, the students‟
speaking script shows little improvement in terms of vocabulary mastery and
speaking activeness. 11
Considering the previous studies above, in this research the researcher
would like to find out whether teaching learning process by using impromptu
speech technique will influence to the students‟ speaking ability or not. Therefore,
this research entitled: The Influence of Impromptu Speech Technique towards
10
Rauf Tetuko Barruansyah, Applying Impromptu Speech Technique to Improve Students’
Speaking Ability at the Fourth Semester Students of STIBA Persada, STIBA Persada Bunda, 2018.
Available online at:
https://pdfs.semanticscholar.org/aec9/5a88de2c18ef9ce9c77e7bd856978adee5cd.pdf 11
Fajar Ashidiqi, The Effectiveness of One-Way Impromptu Speeh Excercises in
Improving Students‟ Oral Ability : An Experimental Study at The Eighth Grade Students at Smpn
6 Mataram in Academic Year of 2016/2017, University Of Mataram, 2016. p. 3. Available online
at: http://fkipunram.rf.gd/ifkip3.php?nim=E1D012016&i=1
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Students‟ Speaking Ability at the First Semester of Eleventh Grade of SMAN 01
Tulang Bawang Tengah in the Academic Year of 2019/2020.
B. Identification of the Problem
1. The students‟ speaking ability is still low
2. Students are unconfident in speaking English.
3. Students are still confused to speaking due to lack of the vocabulary.
4. Students‟ English grammar is still low.
C. Limitation of the Problem
In the limitation of the problem, the researcher focused on the influence of
using impromptu speech technique in teaching speaking at the first semester of
eleventh grade of SMAN 01 Tulang Bawang Tengah.
D. Formulation of the Problem
Related to the problem, the researcher formulated the problem as follows : is
there any influence of impromptu speech technique towards students‟ speaking
ability at the first semester of eleventh grade of SMAN 01 Tulang Bawang
Tengah in the academic year of 2019/2020?
E. Objective of the Research
Based on the research statement, this particular study aimed to find out:
There was influence of impromptu speech technique toward students‟ speaking
ability at the first semester of eleventh grade of SMAN 01 Tulang Bawang
Tengah in the academic year of 2019/2020.
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F. Significance of the Research
The result of the research is expeted can carry out some data and information
about the influence of Impromptu Speech Technique towards students‟ speaking
ability.
Significance of the research are as follows:
1. For the teacher to give some information to the teacher about the
influence of using impromptu speech technique towards students‟
speaking ability in teaching speaking English.
2. For the students
To give some contributions to the students in order to improve
students‟ ability in their speaking.
3. For the researcher
To enhance the researcher‟s knowledge about teaching speaking by
using impromptu speech technique.
G. Scope of the Research
The scopes of the research were limited to the subject and object investigated.
1. Subject of the research
The subject of this research was applied at eleventh grade of SMAN 01
Tulang Bawang Tengah in academic the year of 2019/2020.
2. Object of the research
The object of this research was the influence of impromptu speech
technique towards students‟ speaking ability.
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3. Place of the research
The place of this study was conducted in SMAN 01 Tulang Bawang
Tengah.
4. Time of the research
The time of research was conducted in the first semester of the
eleventh grade in the academic year of 2019/2020.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Frame of Theory
English as the foreign language, teaching English as a foreign
language refers to teaching English to students whose first language is not
English. As foreign language, English is not used for communication in
social interaction. This is supported by Setiyadi who stated that, in
Indonesia, English is learned only at schools and people do not speak the
language in the society. English is really a foreign language for language
learner in Indonesia.12
It means that as a foreign language in Indonesia,
English is just taught in schools and it does not use in social life. So in
teaching English as a foreign language, the teacher should be assist and
guide students in the mastery of the material. In other words the teacher as
a facilitator must be able to provide technique in teaching and learning
English especially speaking.
1. Speaking
Speaking is the important skill in this century. According to Linse,
he states that speaking is equally important in children‟s overall language
development. Children learning English as their native language spend
time developing speaking skills.13
It means that speaking skill is the
important thing to the children especially in daily life communication,
12 Ag Bambang Setiyadi, Teaching English as a Foreign Language, Jakarta: Bina
Aksara, 2006, p. 22 13
Caroline T. Linse, Practical English Language Teaching: Young Learners, New York,
McGraw-hill, 2005, p.47
Page 29
information, and to mantain social relation. The importance of speaking is
stated in the Holy Qur‟an Surah An-Nisa verse 9 as follows:
“and let those fear who, should they leave behind them weekly off spring,
would fear on their account, so let them be careful of (their duty to) Allah,
and let them speak right words”. (An-Nisa:9)
According to Murcia, Brinton, and Snow in fact, speaking is
considered by many to be the fundamental skill in second language (L2)
learning. In what are often referred to as the productive approaches to
language teaching (e.g communicative language teaching, Silent Way, and
even the audiolingual approach), speaking is the main skill by which a
language is acquired, and it is almost certainly so at the beginning level.14
It means that speaking is one of the skills of language learning especially
English (L2), and speaking skills have levels.
Furthermore, speaking is a skill that need to practice. Thornburry
states that speaking is interactive and requires the ability to co-operate in
the management of speaking turns. Speaking is a skill, and such needs to
14
Marianne Celce-Murcia, Donna M. Brinton, and Marguerite Ann Snow, Teaching
English as a Second or Foreign Language, (4rd
Ed.), Boston, Heinle Cengage Learning, 2014, p.
106
Page 30
be developed and practised independently of the grammar curriculum.15
It
means that speaking is skill that need to practice regularly and must follow
by English grammar curriculum, so the students can develop their
speaking skill and using grammar of language well.
In other words, speaking is process to produce, receive, and get
information. Brown states that speaking is an interactive process of
conducting meaning that involves producing, receiving, and processing in
information.16
It means that speaking is process producing, receiving, and
getting information from each other who doing communication.
Pollard states that speaking is one of the most difficult aspects for
students to master. This hardly suprising when one considers everything
that is involved when speaking: ideas, what to say, language, how to use
grammar and vocabulary, pronounciation as well as listening to reacting to
the person you are communicati with. Any learner of a foreign language
can confirm how difficult speaking is. It is important to give students as
many opportunities as possible to speak in supportive environment.
Gaining confidence will help students speak more easily. You can achieve
this by:
1. Setting controlled speaking tasks and moving gradually towards
freer speaking tasks.
2. Setting tasks that are the right level for the students or at a level
lower than their receptive skills.
15
Scott Thornburry, How to Teach Speaking, London, Longman, 2015, p. iv 16
H. Douglas Brown. Teaching by Principles An Interactice Approach to Language
Pedagogy, San Fransisco, Wesley Longman, 2003, p. 267
Page 31
3. Setting tasks that are easily achievable and gradually moving
towards more challenging tasks.
4. Praising students‟ efforts.
5. Using error correction sensitively.
6. Creating an atmosphere where students don‟t laugh at other
people‟s efforts.17
It means that speaking is one of the difficult skills for students, to
develop the speaking ability of students the teacher must motivate students
to be confident. We know that setting tasks is more effective to help the
students to speaking English easily without difficulties. And giving
feedback to students also includes ways to increase self-confidence. It also
gives the students opportunities to speak about their ideas confidently.
a. Elements of Speaking
Sometimes, when we are speaking with someone, we never think
about the purpose of our speaking. We just speak up in our mind, like a
habit. Actually, in speaking skills, there are some elements of speaking.
Jeremy Harmer states that the ability to speak English presupposes the
elements necessary for spoken production as follows:
1. Language features
The elements needed for spoken production are the following:
17
Lucy Pollard, A Guide to Teaching English, New York, Cambridge University Press,
2008, p.33
Page 32
a. Connected speech : in connected speech sounds are modified
(assimilation), omitted (elision), added (linking r), or weekend
(throughconstractions and stress patterning). It is for this reason
that we should involve students in activities designed specifically
to improve their connected speech.
b. Expressive devices, native speakers of English change the pitch
and stress of particular parts of utterances, vary volume and speed,
and show by otherphysical and non-verbal (paralinguistics) means
how they are feeling(especially in facet-to-face interaction). The
use of these devices contributes to the ability to convey meanings.
c. Lexis and grammar, teachers should therefore supply a variety of
phrasesfor different functions such as agreeing or disagreeing,
expressing surprise,shock, or approval.
d. Negotiation language : effective speaking benefits from the
negotiator language we use to seek clarification and show the
structure of what were saying. We often need to ask for
clarification when we are listening to someone else talks and it is
very crucial for students.
2. Mental/ Social processing
The success of speaker‟s productivity is also dependent upon the rapid
processing skills that talking necessitates.
Page 33
a. Language processing, language processing involves the retrieval of
words and their assembly into syntactically and propositionally
appropriate sequence.
b. Interacting with others, effective speaking also involves a good
deal of listening, an understanding of how the other participants are
feeling, and knowledge of how linguistically to take turns or allow
others to do so.
c. (on the spot) information processing, quite apart from our response
to other‟s feelings, we also need to be able to process the
information they tell us the moment we get it.18
It means that
speaking might be success of speaker‟s productivity by some
processing skills.
b. Basic Types of Speaking
According to Brown basic types of speaking are:
1. Imitative. At one end of a continum of types of speaking
performance is the ability to simply parrot back (imitative) a word
or phrase or possibly a sentence.
2. Intensive. A second type of speaking frequency employed in
assessment context is the production of short stretches of oral
language designed to demonstrate competence in a narrow band of
grammatical, phrasal, lexical, or phonological relationships (such
as prosodic elements-intonation, stress, rhythm, juncture).
18
Jeremy Harmer, The Practice of English Language Teaching, New York, Longman,
2001, p. 265
Page 34
3. Responsive. Responsive assessment tasks include interaction and
test comprehension but at the somewhat limited level of very short
conversation , standard greetings and small talk, simple requests
and comments, and the like.
4. Interactive. The difference between responsive and “interactive”
speaking is in the length and complexity of the interaction, which
sometimes includes multiple exchanges and/or multiple
participants.
5. Extensive (monologue). Extensive oral production tasks include
speeches, oral presentations, and story-telling, during which the
opportunity for oral interaction from listeners is either highly
limited (perhaps to nonverbal responses) or ruled out altogether.19
From explanation above, speaking is the important skills in
learning English. Because with our speaking skills we can improve our
knowledge in grammar, lexical, vocabullary, and also our understanding of
the language itself. There are five types of speaking imitative, intensive,
responsive, interactive, and extensive. Besides that, we know that the
importance of speaking English in addition to communicating in this
modern era, it really helps us in achieving a career in the future. This is the
reason why students must learn English speaking well.
19
H. Douglas Brown, Language Assessment Principles and Classroom Practice, New
York, Longman, 2003, pp. 141-142
Page 35
2. Speaking Ability
There is a skill in learning English that must be mastered, it is
speaking ability. Linse states that when children begin speaking, they
experiment and play with the utterences that are made to form words and
pharses suck as, bye-bye, or go bye-bye. As they grow, children integrate
these word and structure into their real and imaginary play.20
It means that
speaking abilitiy can develop as they age. The students must be able to
speak using their language skills to communicate, besides that when they
speak there will be thousands of words produced and indirectly they
express their ideas when speaking, and the sentences produced are more
structured because they have good speaking skill.
In the other words, Broughton, Brumfit, Flavell, Hill, and Pinca
define it is important that a student should be able to produce naturally the
language which has been presented to him andwhich he has practised in
various more or less controlled situations. This is particularly important,
not just in the laterstages of a given teaching cycle, but at the more
advanced levels of attainment, where the pupil feels he now has the basic
machinery to say what he wants rather than what he is.21
It means that
speaking ability is a productive skill that students must practice speaking
English without worry to convey their opinions based on context.
In addition, Luoma states that speaking skills are an important part
of the curriculum in language teaching, and this makes them an important
20
Caroline T. Linse, Op. Cit, p. 46 21
Goeffrey Broughton, Christopher Brumfit, Roger Flavell, Peter Hill, and Anita
Pinca,Teaching English as a Foreign Language (2th Ed.), New York, Routledge, 1980, p.82
Page 36
object of assessment as well. Assessing speaking is challenging, however,
because there are so many factors that influence our impression of how
well someone can speak a language, and because we expect test scores to
be accurate, just and appropriate for our purpose.22
It means that to find
out the speaking ability of the students requires an assessment that is
appropriate to the speaking skill.
According to Brown, there are at least five components of speaking
skill that should be mastered by students to increase their speaking ability.
The following five components are generally recognized in analysis of
speech process :
1. Pronunciation
2. Grammar
3. Vocabulary
4. Fluency
5. Comprehension.23
It means that speaking has five components that must be mastered by
students to achieve speaking well. By the five components of speaking we
can find out the extent of students' speaking ability and these accurate
components it will improve the quality of the teaching and learning
process especially in speaking.
In conclusion, speaking ability is a productive skill that must be
practiced more often to produce good grammar and language structure.
22
Sari Luoma, Assessing Speaking, (Cambridge: Cambridge University Press, 2004, p. 1 23
H. Douglas Brown, Op. Cit., pp. 172-173
Page 37
Besides that speaking ability is also very influential in conveying ideas,
because students are used to expressing everything with their speaking
skills will make them think creatively and think hard about what they want
to say. In other word speaking ability is a difficult thing, there are five
components to assess the level of one's speaking ability and in accordance
with the existing curriculum.
3. Teaching Speaking
As a teacher in helping students improve their speaking skills in
class it is not easy. Sometimes teachers in the class are confused using
what techniques are suitable and more effective for teaching speaking
class. Thornburry states that for a long time it was assumed that the ability
to speak fluently followed naturally from the teaching of grammar and
vocabulary, with a bit pronounciation thrown in. We now know that
speaking is much more complex than this and that it involves both a
command of certain skills and several different types of knowledge.24
It
means that many aspects of speaking must be mastered by students in
learning speaking in the classroom, so the students can speak English well.
Furthermore, Murcia, Brinton, and Snow state that teachers should
strive for optimal feedback, which shows that the learners‟ contributions
are valued in their own right rather than representing “bad” English.25
It
24
Scott Thornburry, Op.Cit., 2005, p. 1 25
Marianne Celce-Murcia, et.al., Op. Cit., p. 115
Page 38
means the teacher must give rewards and feedback to their speaking
achievement, this is to motivate students to learn speaking in class.
In addition, Murcia, Brinton, and Snow state that however
important and necessary it is for teacher to have a comprehensive
knowledge of their subject matter, it is equally important for them to
understand their students‟ learaning process. This understanding can be
partly informed by insights from second language acquisition (SLA)
research concerning how students naturally develop their ability to
interpret ands produce grammatical utterences.26
The teacher must master
the material which will be delivered and know the ability of speaking
skills of their students, so the teacher can develop students' speaking
abilities with the appropriate technique.
Morever, Linse states that when teaching speaking, it is especially
important to select activities which match the objectives of your program.
For instance, if you teach in a school that emphasizes music and the arts,
you would include a lot of songs authored by others as well as by your
students. The specific techniques and tasks that you choose should be
based on the aims of the program coupled with the learners‟ stages of
development.27
It means that the teacher should be able to choose the
material which suitable with the teaching program in the speaking activity,
it can be able to achieve the objective of the learning in the classroom.
26
Ibid, p. 261 27
Caroline T. Linse, Loc.Cit.
Page 39
There are many speaking activities in teaching speaking. The
teachers also will not be monotonous during teach their students in the
speaking class. It is not effective if the teachers only asks the students do
their assignment based on the modul without practice it. There are some
activities that can be done in learning process by Harmer. These are for
speaking activities:
1. Information gaps
One type of speaking activity involves the so-called „information gap‟
where two speakers have different parts of informations making up a
whole. Because they have different information, there is a „gap‟
between them.
2. Surveys
One way of provoking conversation and opinion exchange is to get
students to conduct questionnaires and surveys. If the students plan
these questionnaire themselves, the activity becomes even more useful.
3. Discussion
Most teachers hope that they will be able to organise discussion
session in their classroom, particularly if the exchange of opinions
provokes spontaneous fluent language use. Many find, however, that
discussion sessions are less succesful than they had hoped.
Page 40
4. Role-play
Role-play activities are those where students are asked to imagine that
they are in different situations and act accordingly.28
Based on the explanation above, it can be concluded that when
teaching speaking the teacher must create a pleasant environment that is
not monotonous. A pleasant classroom atmosphere makes students
motivated and integrated with the learning process in speaking English. so
students have the opportunity to express their ideas and what they want to
say, it can develop students' speaking
In book Murcia, Brinton, and Snow, Brown (2007) state that puts
forward a number of concrete principles for teaching speaking skills
including:
1. Focus on both fluency and accuracy;
2. Provide intrinsically motivating techniques;
3. Encouragage the use of authentic language in meaningful
context;
4. Provide appropriate feedback and correction;
5. Capatalize on the natural link between speaking and listening;
6. Give students the opportunities to initiate oral communication;
7. Encourage the development of speaking strategies.29
28
Jeremy Harmer, How to Teach English , Harlow, Longman, 1997, pp. 88-92 29
Marianne Celce-Murcia, et.al., Op. Cit., p. 111
Page 41
It means that to teach speaking skills teachers must motivate
students in various ways that can be done so students can follow the
learning process well in the classroom.
In conclusion, teaching speaking cannot be ignored as important
things English skills must be mastered so students can use the target the
best language possible. Speaking material taught to students must also be
in accordance with the syllabus. and teachers are required to find
appropriate techniques for the classroom atmosphere and students so that
the language target is reached. Based on various ways of teaching speaking
explained above, the technique used in this research is the impromptu
speech technique, because this technique is suitable in teaching speaking
class and is able to encourage students to speak naturally and
spontaneously.
4. Assessing Speaking
According to Brown there are five categories of oral profiency scoring.
Table 2.1 Assessing Speaking No Criteria Rating Comments
1
5 Equivalent to that of an educated
native speaker.
4 Able to use the language accurately
on all levels normally pertinent to
professional needs. Errors in
grammar are quite rare.
Grammar 3 Control of grammar is good. Able
to speak the language with
sufficient structural accuracy to
participate affectively in most
formal and informal conversations
on practical, social, and
professional topics.
2 Can usually handle elementary
construction quite accurately but
Page 42
does not have through or confident
control of the grammar.
1 Errors in grammar are frequent, but
speaker can be understood by a
native speaker used to dealing with
foreigners attempting to speak
his/her language.
2
5 Speech on all levels is fully
accepted by educated native
speakers in all its features including
breadth of vocabulary and idioms,
colloquialisms, and pertinent
cultural references.
4 Can understand and participate in
any conversation within the range
of his/her experience with a high
degree of precision of vocabulary.
Vocabulary
3 Able to speak the language with
sufficient vocabulary to participate
effectively in most formal and
informal conversations on practical,
social, and professional topics.
Vocabulary is broad enough that
he/she rarely has to grope for a
word.
2 Has speaking vocabulary sufficient
to express himself simply with
some circumlocutions.
1 Speaking vocabulary inadequate to
express anything but the most
elementary needs.
3 5 Equivalent to that of an educated
native speaker.
4 Can understand any conversation
within the range of his experience.
3 Comprehension is quite complete at
a normal rate of speech.
Comprehension 2 Can get the gist of most
conversation non -technical
subjects (i.e., topics that required
no specialized knowledge).
1 Within the score of his very limited
language experience, can
understand simple questions and
statements if delivered with slowed
speech repetition, or paraphrase.
4
5 Has complete fluency in the
language such that his/her speech is
Page 43
fully accepted native speaker.
Fluency 4 Able to use the language fluently
on all levels normally pertinent to
professional needs. Can participate
in any conversation within the
range of this experience with a high
degree of fluency.
3 Can discuss particular interest of
competence with reasonable ease.
Rarely has to grope for words.
2 Can handle with confidence but not
with facility most social situation,
including introductions and casual
conversations about current events,
as well as work, family, and
autobiographical information.
1 No specific fluency description.
Refer to other four language areas
for implied level to fluency.
5 5 Equivalent to and fully accepted by
educated native speakers.
4 Errors in pronunciation are quite
rare.
Pronunciation 3 Errors never interfere with
understanding are rarely disturb the
native speaker. Accent may be
obviously foreign.
2 Accent is intelligible though often
quite faulty.
1 Errors in pronunciation are frequent
but can be understood by native
speaker used to dealing with
foreigners attempting to speak
his/her language.30
Source “Language Assessment Principles and Classroom Practice”
Students‟ score =
x 100
5. Conditional Sentence
This research only discussed one of the text types that was used in
this research that is conditional sentence. Conditional sentence is a part of
English sentence.
30
H. Douglas Brown, Op. Cit., pp. 172-173
Page 44
According to Sumarto and Suhardjito (1994), who state that a
conditional clause is dependent clause, which is preceded by the
conjuction “if”. It is also called an if clause because it is preceded by the
conjunction “if”. It comes after or before the main clause (independent
clause).31
It means that conditional sentence has conjuction “if”, it calls an
if clause.
In addition, Frank defines the conditional sentence is statements
with the true conditions, the main clause gives the result of a condition. If
there are some possibilities that such a result may be accomplished, the
form for real condition is used. If the result is impossible or uncertain of
realization , the form of unread condition is used. In most statement with
real condition, there are only two result stated in the main clause will take
place, if the condition is not realized then the result will not take place.32
Conditional sentence has three types that are commonly used. They
are as follows:
a. Type 1 sentence has 80% possibility to happen. For instance, if you
study hard , you will pass the exam.
b. Type 2 has no possibility to happen. For instance, if he won the match,
he would be the champion.
31
Mohammad Guntur Prayoga, Grammatical Error Analysis in Using Conditional
Sentence Type 1, 2, and 3Orally. English Department Faculty of Language and Arts Semarang
State University, Semarang, 2011, p. 2 Available online at: file:///D:/proposal%20bab%201-
3/new%20revise/conditional%20sentence%20teori.pdf
32Ibid. p.1
Page 45
c. Type 3 also has no possibility to happen. For instance, if they had
arrived earlier, the bus would have been here.33
Based on the definitions above, conditional has certain
characteristic distinguished with other sentences. The examples above are
conditional sentences which uses present tense (type 1), past tense (type
2), and past perfect tense (type 3) in the “if clause” and conditional form;
future tense ( type 1), past future tense (type 2), perfect future tense (type
3) in the main one. The “if clause” expresses contrary to fact condition.
These are formula and example of conditional sentence as follows:
1. Conditional Sentence Type I
a. If +simple present tense, Simple future tense
If she has my address, she will send the invitation to me.
b. Simple future tense + if + simple present tense
They will buy a car if they have money.
My mother will go to Bali if she has a lot of money.
You will be late if you sleep late.
He will not come if you are angry with him.
2. Conditional Sentence Type II
a. If + Simple past tense + , + Past future tense
If I found her address, I would send her an invitation.
If I had a lot of money, I wouldn‟t stay here.
33 Mohammad Guntur Prayoga, Loc. cit.
Page 46
If I were you, I would not do this
b. Past future tense + if + simple past tense
I would send her an invitation if I found her address.
3. Conditional Sentence type III
a. If + Past perfect + , + Past future perfect tense
If I had found her address, I would have sent her an invitation.
If I hadn‟t studied, I wouldn‟t have passed my exams.
If John had had the money, he would have bought a Ferrari.
b. Past future perfect tense + if + past perfect
I would have sent her an invitation if I had found her address.
Based on the explanation above, the researcher concluded that a
conditional sentence is a sentance that expresses an idea that might happen
at some point in the future. It is something that is possible, but its certainty
is unknown because it depends on another event. The dependent clause of
the first conditional begins with “if” and uses the simple present tense.
Conditional sentence has three types, they are type 1, type 2, and type 3. Based
on the syllabus, reseacher uses conditional sentence type 1 to teaching in
the experimental and control class.
6. Impromptu Speech Technique in Teaching Speaking
There are some definition about impromptu speech technique from the
experts, they are as follows:
Page 47
a. Definition of Impromptu Speech Technique
Impromptu speech is a technique that requires students to speak out
their ideas spontaneously. Murcia, Brinton, and Snow state that related to
oral presentations are impromptu speeches, which can serve several
purposes in the L2 speaking class. An impromptu speech offers students
more actual practice with speaking the language, but it also compels them
to think, and speak, on their feet without the benefit of notes or
memorization. A variation on this activity can be part of a lesson on the
use of hesitation markers, such as um, well, sort of, and like.34
It means
that that impromptu speech is a technique that requires students to think
quickly and speak spontaneously about the topic is given by the teacher
without notes and memorization, with this spontaneously students express
their ideas.
In the other words, Sedniev states that because an impromptu
speech usually lasts 1-3 minutes, its components are significantly shorter
than in a prepared speech. For example, an introduction and a conclusion
may sometimes be only 1 sentence long. Because you think while you
speak and may change the direction of your speech in the middle,
occasionally the opening may have little relation to the rest of the speech,
but the conclusion should always be relevant, strong and clear.35
It means
that impromptu speech is a technique that takes 1-3 minutes in preparation.
34
Marianne Celce-Murcia, et.al Op. Cit., p. 114 35
Andrii Sedniev, Public Speaking Bundle, New York, Pearson Education, 2013, p. 31
Page 48
It makes students more creative because students are required to think
while speaking, and conclusions that are concluded must be relevant and
clear.
According to Williamsom, impromptu speaking is the most direct
way to provide both efficiently. Acknowledging the fear factor of
including an audience, this exercise allows students to stand and deliver to
a wall.36
It means that the impromptu speech technique is a very efficient
technique for training students' confidence in speaking in front of the class
and reducing fear of speaking in front of the class.
In addition, Williamson states that impromptu speaking demands
that they think for 2 minutes on a randomly selected topic, then stand and
deliver a 5-minute seamless speech. It requires that they develop a thesis,
illustrate with specific examples from their reading, personal experience,
and current events, and it insists that they organize their information to
allow for a meaningful conclusion. Furthermore, speaking before we write
adds fluidity to our expression of ideas and eventually comes to be a
natural part of the writing process.37
It means that the impromptu speech
technique is a teaching technique that provides several topics to students
and students are given a short time to present the topics they have chosen
in front of the class, this also helps students in developing flexibility to
express what is on their minds.
36
Lynette Williamson, On Demand Writing: Applying the Strategies of Impromptu
Speaking to Impromptu Writing, New York, Idebate Press, 2008, p. 17 37
Ibid, pp. 1-2
Page 49
Furthermore, Sedniev states that during the last 10 years, I
collected tips, techniques and strategies that candramatically raise the level
of any speaker in impromptu speaking. My goal was to create the most
comprehensive system, which will make anyone a world-class impromptu
speaker within a very short time. The Magic of Impromptu Speaking
system was based on the analysis of thousands of impromptu speaking
contests, interviews, debates, and question and answer sessions.38
It means
that impromptu speech is a technique that requires the speaker to prepare
the topic to be discussed with a short time both in the interview, debate,
and question and answer session.
For all the theories and explanation above, it is clear that
impromptu speech is a technique that requires students to organize ideas
or topic that randomly selected, it takes 1-5 minutes for preparation. This
technique requires the speaker to prepare the topic to be discussed with a
short time both in the interview, persentation, debate, and question and
answer session in the classroom. This technique is actually used by all of
people naturally in their daily real talking, because sometimes we do not
need much time to think before speaking. It is natural spontaneously in the
spur of moment unplanned speech. So this way, the technique needs to be
considered being applied in teaching learning activity in improving
students‟ speaking ability and behaving students to take apart in using
English all of the time. Besides, this technique is expected can make
38
Andrii Sedniev, Op. Cit., p. 2
Page 50
students think quickly, creative, and open in conveying their ideas, and
able to train students' confidence in speaking in front of the class.
b. Teaching Speaking Procedure by Using Impromptu Speech
Technique
According to Williamson the procedure of impromptu speech
technique has 10 steps, they are:
1. Begin by illustrating a fact or statistic that is stated creatively has a
better chance of being remembered than one that is just stated.
2. Explain that the class will learn how to introduce facts effectively by
giving short impromptu speeches in which they are asked to
incorporate a fact creatively.
3. Ask students to read the direction under your turn and then turn over
the hand out. Distribute index cards or scraps of paper for the students
to make notes on during their preparation time.
4. Pass arround the envelope with the topics and remind the class that
each one is to pull 5 strips but can choose the one topic on which she
or he wants to speak.
5. Give each student at least 2 minutes to prepare his or her speech after
drawing a topic.
6. You can ask for a volunteer to demonstrate a sample impromptu
speech.
Page 51
7. Give each students 5 minutes to speak. Do not assess a penalty if less
time is used.
8. Remind students that only those who incorporate the fact into their
speech in a creative, memorable way will be eligible for the “+” or the
best grade.39
Meanwhile according to Murcia, Brinton, and Snow the procedure
of impromptu speech technique has 6 steps, they are:
1. Students are told that using hesitation markers is an acceptable
2. The students practice their pronounciation and intonation
3. Each student is assigned a topic that he or she is likely to know little
about
For example, in university academic English courses, topics such as
how to find a derivative in mathematics or how to describe the
molecular structure of carbon are likely to be unfamiliar to at least
some members of the class. For pre- or non academic learners,
suitable topics might be how to preserve fruit or how to change the
spark plugs in a car.
4. The students are given a strip of paper with the topics on it just before
they begin to speak.
5. The one-minute, unprepared response should contain as many
hesitation markers as possible while at the same time avoiding silence
and giving as little actual content information as possible.
39
Lynette Williamson, Op.Cit., pp. 195-196
Page 52
6. Students who do know about the topics give a short explanation of
their own after each attempt.40
According to Sedniev, there are 3 steps in the impromptu speech
technique:
1. Opening, the main purpose of the opening is to get the attention of the
audience and to give a flavor of what to expect. There are numerous
ways to begin an impromptu speech; however, below you can find 3
methods that have proven to be most effective.
a. Begin with a statement,you can begin a speech with a statement
on your position or a startlingstatement.
b. Start with a call back, a very powerful way to begin an
impromptu speech is to call back to the common experience of the
entire audience.
c. Start with a story, Everyone loves hearing stories in movies, in
reality shows or in speeches.
2. Body of the speech, in the body of your impromptu speech, always
share a single point. Because the impromptu speech is usually really
short, you can convey only one point effectively.
3. Conclusion, conclusion is perhaps the most important part of the
entire speech because what is said in the end is remembered best by
40
Marianne Celce-Murcia, et.al.,Loc.Cit.
Page 53
the audience. If your speech is good, the last sentence is what your
listeners will recite to their friends later.41
From explanation theories above, the researcher decide to use from
Williamson procedure, because the procedure is suitable for teaching
speaking especially in supposing (conditional text) the situation, incident,
or event., and rules are simple and and suitable with the condition of the
students in the class.
c. Advantages and Disadvantages of Impromptu Speech Technique
There are some advantages of using impromptu speech technique, they are
as follows :
Advantage:
1. Speaking before we write adds fluidity to our expression of ideas and
eventually comes to be a natural part of the writing process.
2. They had rehearsed numerous organizational strategies and had a
palette of examples from which to choose.
3. Encouraging students to speak before they write makes sense.
4. To think aloud with teachers and peers leads to the internalization of
procedures, processes, and patterns of thinking that result in better
written products.
5. It insists that they organize their information to allow for a meaningful
conclusion.
41
Andrii Sedniev, Op.Cit., pp. 29-33
Page 54
6. It is imperative.
7. All of this practice makes constructing a flawless presentation in 2
minutes possible.42
8. The most direct way to provide both efficiently.43
9. This is actually quite a humorous activity that students enjoy.
10. Students practice their pronounciation and intonation.44
In conclusion, from the advantages is expected to be able to make the
classroom more enjoyable and support the teaching and learning process of
English speaking, because impromptu speech technique is a technique that
requires students to think and speak spontaneously at certain times so that
students are more creative and confident in English speaking, so students
get used in speaking English.
There are some disadvantages of using impromptu speech technique, they
are as follows :
Disadvantages:
1. It is cause silence.
2. It is cause embarrassment
3. It is cause confusion, and
4. It is cause loss of the speaking floor.45
To solve the disadvantages the researcher will give direction when
students are faced with silence. Trying to help when students are
42
Lynette Williamson, Op.Cit., pp. 1-2 43
Ibid, p. 17 44
Marianne Celce-Murcia, et.al., Loc.Cit. 45
Ibid, p. 114
Page 55
embarrassed and confused in conveying information by stimulating related
topics that are being conveyed, and to overcome loss of the speaking floor
researcher try to providing opportunities for other students who can help
support the topics presented, the students can develop ideas from their peers
so students can still deliver speech in line.
7. Discussion Technique in Teaching Speaking
a. Definition of Discussion Technique
According to Suryosubroto (2002: 179) discussion is a strategy in
teaching in which the teacher gives great opportunity to the students for
having scientific dialogue in gathering opinions, making conclusion, or
giving an alternative solution to a certain issue.46
It means that the
discussion technique provides opportunities for students to exchange ideas
about their opinions, so that they be able to solve problems in groups.
b. Teaching Speaking Procedure by Discussion Technique Technique
According to Pollard the procedure of discussion technique has 2 steps, they
are:
1. They prepare in groups first;
46
S. Menggo, Seken, Ketut, Ratminingsih, Made, The Effect of Discussion Technique and
English Learning Motivation toward Students’ Speaking Ability, Singaraja, Journal Program
Pascasarjana Universitas Pendidikan Ganesha, Program Studi Pendidikan Bahasa Inggris, Vol. 1,
2013, p. 2. Available online at: https://media.neliti.com/media/publications/117772-EN-the-effect-
of-discussion-technique-and-e.pdf
Page 56
2. Put students with the same opinion together and tell them to prepare
their arguments as well as counter arguments to what the others will
say.47
c. Advantages and Disadvantages of Discussion Technique
There are some advantages using of discussion technique, they are as
follows:
Advantage:
According to Brown (2001:178) affirms essential advantages of discussion
technique in EFL teaching has 4 steps, they are:
1. Students are able to generate interactive language;
2. Students are embraced by an effective climate;
3. Students are to promote learner responsibility and autonomy; and
4. Students are able to understand toward individualizing instruction.48
It means that students are responsible for exchanging ideas in discussing
topics given by the teacher, students will also find new words from the the
discussion in group.
There are some disadvantages using of discussion technique, they are as
follows:
Disadvantage:
1. Students are reluctant to give an opinion in front of the whole class,
particularly if they cannot think of anything to say,
2. Students are not confident of the language they might use to say it.
47
Lucy Pollard, Op. Cit., p.35 48
S. Menggo, et.al., Loc. Cit.
Page 57
3. Many students feel extremely exposed in discussions situations.49
To overcome these disadvantages is to choose technique and materials
that are in accordance with the conditions in the class. Trying to stimulate
students by giving topics related to material when students cannot thinking
of something to say. Provide a pleasant atmosphere that stimulates students'
confidence so students are not awkward to convey their ideas when the
discussion takes place.
B. Frame of Thinking
In learning English, speaking ability is the important achievement for
the students. To develop the students‟ speaking ability the teacher must
motivate students to be confident. We know that setting tasks is more
effective to help the students to speaking English easily without difficulties,
and giving feedback to students also includes ways to increase self-
confidence, but in reality students face the difficulties in learning speaking.
In this case, the researcher used impromptu speech technique in teaching
speaking English. Learning English by using impromptu speech technique
was expected that the students can be more active in the classroom, creative
in composing the words and information they want to convey, and confident
to deliver their speech without worries, in other word learning process in the
classroom runs well.
49
Jeremy Harmer, Op. Cit., 2001, p. 272
Page 58
C. Hypothesis
Based on the explanation above, the researcher formulated the hypothesis
statistic of the research as follows:
Ho: There is no significant of impromptu speech technique towards
students‟ speaking ability at the first semester of eleventh grade of
SMAN 01 Tulang Bawang Tengah in academic year of 2019/2020.
Ha: There is a significant of impromptu speech technique towards
students‟ speaking ability at the first semester of eleventh grade of
SMAN 01 Tulang Bawang Tengah in academic year of 2019/2020.
Page 59
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